Information Curriculum What will my child learn in year one and year two – Key Stage 1, at Innsworth Infant School?

Maths During Key Stage 1 pupils develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They learn to count, read, write and order numbers to 100 and beyond. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems. The maths scheme provided in school is in line with the Primary Framework for mathematics at KS 1. Children are taught and learn through activities that encourage: a. exploration and discussion b. using mathematical ideas in practical activities, then recording these using objects, pictures, diagrams, words, numbers and symbols c. using mental images of numbers and their relationships to support the development of mental calculation strategies d. estimating, drawing and measuring in a range of practical contexts e. drawing inferences from data in practical activities f. exploring and using a variety of resources and materials, including ICT g. activities that encourage them to make connections between number work and other aspects of their work in mathematics.

Literacy – Reading and Writing In order to read children need good oral language and comprehension skills. Good word recognition is dependent upon decoding rapidly. Good comprehension is dependent upon the deliberate use of talk. To support your child's development in reading we teach through a rigorous programme of phonics ‘speech sounds’ these are blended into a spoken word. This is called decoding. The more we decode a word the sooner we recognise it ‘on sight’ – the quicker we read and our energy is free for comprehension. Comprehension is developed through the day in four key ways - building up sentences - talk through the day - talk through play - talk through story and rhymes

How is reading taught through the day? How do I help at home? Every day your child will revise and learn Speed sounds – listening, saying and writing the letter sounds and blends that make up words Reading challenging words – the words that cannot be decoded e.g. the Spelling –e.g. dreaming = d – r – ea – m – i – ng A reading activity which can be focused on - practising decoding the words - language comprehension - looking at the vocabulary - reading the story - discussing the story, answering questions - reading with expression and fluency Reading homework Your child will bring two types of reading book home The colour coded reading book will be given every Monday and Thursday Day 1 - Reading the story – First read the story yourself with plenty of expression! Talk about any words that may be new – what they mean and other words that mean the same Talk about who was in the story and what happened Let your child have ago at reading the story – this time focus on decoding new words Day 2 Return to the beginning of the story and ask your child a question that can only be answered if they read the page themselves. – E.g. Read this page and tell me why the dog jumped on the chair? Do the same thing on another page Observe any problems as they read – at this stage if they take too long to read a word tell them what it is Practice decoding any words that cause difficulty Day 3 Revisit what the story is about – who is in it and what happened Ask your child to read it to you - encourage fluency and expression Tell the teacher in the diary how they did Your child’s other reading book is for them just to enjoy and can be changed by them or yourself at any time.

Imitation – listening, joining in How is writing taught? The best writers are the are the children that read and are read to Talk for Writing Humans are natural story tellers. Children often tell stories about their own lives (a recount) Ultimately they will draw upon their own experiences as well as stories they know to create their own tales. Stories are the way we make sense of the world. It is hard to write a sentence if you cannot say one. For this reason we start the writing process by retelling a story or narrative Imitation – listening, joining in Gives them a structure Helps them remember the flow of sentences. Expands their vocabulary Helps them understand if something happens then that leads to something else or has to sorted out

Talk for Writing continued Innovation – borrowing and adapting story structure This stage encourages children to write their own story based on the one they have learned and internalised changing The characters The setting – where the story takes place The events that happen Adding more dialogue Invention – making up their own stories using the structure of the stories they have learned Adapting and creating something new, including putting in their own ideas Capturing Stories There is a basic structure to any narrative. The basic pattern for story is Opening – the reader is introduced to the character, and where the story takes place Build up – some event occurs. The character begins to do something. There may be a hint of a dilemma Problem – something goes wrong Resolution – a series of events lead to the problem being solved Ending – the story moves on e.g. the character goes home To help the child put this together – capture the whole story and remember it all they will usually make a story map or a story mountain to record the main events of their story.

What other subjects will my child be taught? Science, history, geography, art, design and technology, ICT, PE (physical education), and music are taught through IPC – The International Primary Curriculum. The IPC has been developed to provide teachers with support to ensure: Children learn subject knowledge, skills and understanding and to become aware of the world around them Children develop the personal skills they need to take an active part in the world throughout their lives Children develop an international mindset alongside their awareness of their own nationality Teachers do each of these in ways which take into account up – to –date research into how children learn and how they can be encouraged to be life – long learners Units of work are split into TOPICs. These provide practical activities that ensure children learn through experiences that are as stimulating as possible. Topics usually start with an Entry Point. This provides an exciting introduction to the topic being covered. Some of our entry points have included: An ugly bugs ball, complete with a banquet Changing the whole school into an airport and flying (via Google Earth) to the destination we chose to study A travelling theater company Visiting Nature in Art to make felt and weaving A fashion show Each topic has research activities followed by recording work. During research activities children use a variety of ways to work, in small or larger groups to find out a range of information Children use recording their work to explain their understanding in a variety of ways e.g.

International Primary Curriculum Being a designer – our Kath Kidson apron design